Math Placement GuidelinesStudent placement in math courses will be based on teacher recommendations for individual students by way of the FRHS Registration Card. Parents/students that disagree with course placement recommendation(s) must follow the following steps:

Parent/Student MUST contact the recommending Teacher FIRST regarding concerns

Teacher will help parent/student understand criteria for recommendations.

If an alternative placement selection is made, a waiver will be signed by parent and student to confirm the course decision was made outside of teacher recommendations.

Pre-Algebra is a course designed to offer students the ability to be Algebra 1 ready by mastering middle school standards that are necessary to understand the Algebra 1 material.At FRHS: Ramp-up to Algebra is a year-long mathematics course, designed to solidify a student’s understanding of arithmetic and to provide a foundation for the key concepts taught in Algebra I. Ramp-up to Algebra takes place daily according to a double-block period and uses a flexible Extended Workshop format to provide students with a higher level of concentration on the mathematics. The double-block format allows students to examine the concepts in greater depth, and have time to share, discuss, and explore strategies and solutions. Upon successful completion, students will progress to Algebra 1 through teacher recommendation.

The fundamental purpose of this course is to formalize and extend the mathematics that students learned in the middle grade. Because it is building on the middle grades standards, this is a more ambitious version of Algebra I than has generally been offered. The critical areas, called units, deepen and extend understanding of linear and exponential relationships by contrasting them with each other and by applying linear models to data that exhibit a linear trend, and students engage in methods for analyzing, solving, and using quadratic functions. The Mathematical Practice Standards apply throughout each course and, together with the content standards.Upon successful completion, students will progress to Geometry through teacher recommendation.

The fundamental purpose of the course in Geometry is to formalize and extend students' geometric experiences from the middle grades. Students explore more complex geometric situations and deepen their explanations of geometric relationships, moving towards formal mathematical arguments. Important differences exist between this Geometry course and the historical approach taken in Geometry classes. For example, transformations are emphasized early in this course. Close attention should be paid to the introductory content for the Geometry conceptual category found in the high school CCSS. The Mathematical Practice Standards apply throughout each course and, together with the content standards, prescribe that students experience mathematics as a coherent, useful, and logical subject that makes use of their ability to make sense of problem situations. The critical areas, organized into six units are as follows: Congruence, Proof, and Constructions; Similarity, Proof and Trigonometry; Connecting Algebra and Geometry through Coordinates; Circles With and Without Coordinates; Extending to Three Dimensions; Applications or Probability.Upon successful completion, students will progress to Algebra 2 through teacher recommendation.

This course is designed as an introductory algebra course. Topics taught might include, but not be limited to signed numbers, writing and solving simple algebraic equations, learning algebraic terminology and application of algebraic concepts. At FRHS: This course will help students needing extra support between Algebra 1 and Algebra 2.

Building on their work with linear, quadratic, and exponential functions, students extend their repertoire of functions to include polynomial, rational, and radical functions. Students work closely with the expressions that define the functions, and continue to expand and hone their abilities to model situations and to solve equations, including solving quadratic equations over the set of complex numbers and solving exponential equations using the properties of logarithms. The Mathematical Practice Standards apply throughout each course and, together with the content standards, prescribe that students experience mathematics as a coherent, useful, and logical subject that makes use of their ability to make sense of problem situations. The critical areas for this course, organized into four units are as follows: Inferences and Conclusions from Data; Polynomial, Rational, and Radical Relationships; Trigonometric Functions; Modeling with Functions. Upon successful completion, students can progress to either College Algebra, Pre-Calculus, or AP Statistics through teacher recommendation.

6275 College AlgebraCredits: 10Prerequisite: Successful completion of Algebra IIMeets requirement(s): MathematicsOpen to Grades: 9, 10, 11 & 12College Algebra is designed to allow deeper analysis and extension of advanced algebra topics. College Algebra is the first half of a post-Algebra II class that begins to bridge students to Calculus topics. Students are encouraged to represent problems algebraically, pictorially, verbally, and graphically. Critical thinking problems are provided to stretch their reasoning and communication skills. College Algebra extends learning in simplifying expressions and solving equations; solving systems of equations and optimization problems; and modeling with functions (polynomial, rational, exponential, and logarithmic). Upon successful completion, students will progress to College Trigonometry & Analytic Geometry. This course may be taken for concurrent enrollment credit through FRCC.

College Algebra is designed to allow deeper analysis and extension of Algebra topics. College Algebra is the first half of a post-Algebra 2 class that begins to bridge students to Calculus topics. Students are encouraged to represent problems algebraically, pictorially, verbally and graphically. Critical thinking problems are provided to stretch their reasoning and communication skills. College Algebra extends learning in simplifying expressions and solving equations; solving systems of equations and optimization problems; and modeling with functions (polynomial, rational, exponential, logarithmic). Upon successful completion, students can progress to College Trigonometry & Analytic Geometry.

College Trigonometry & Analytic Geometry is the second half of a post-Algebra 2 class to bridge students to Calculus topics. Students are encouraged to represent problems algebraically, pictorially, verbally and graphically. Critical thinking problems are provided to stretch their reasoning and communication skills. College Trigonometry & Analytic Geometry explores numerical and analytical trigonometry; application of trigonometric functions; vectors; polar coordinates; analytic geometry; sequences and series; and mathematical induction. Upon successful completion, students may progress to Calculus through teacher recommendation. This course may be taken for concurrent enrollment credit through FRCC.

Recommended Prerequisite: successful completion of College Algebra. College Trigonometry & Analytic Geometry is the second half of a post-Algebra 2 class to bridge students to Calculus topics. Students are encouraged to represent problems algebraically, pictorially, verbally and graphically. Critical thinking problems are provided to stretch their reasoning and communication skills. College Trigonometry & Analytic Geometry explores numerical and analytical trigonometry; application of trigonometric functions; vectors; polar coordinates; analytic geometry; sequences and series; and mathematical induction. Upon successful completion, students can progress to Calculus I.

Pre-Calculus is the post-Algebra 2 class to bridge students to Calculus topics. Students are encouraged to represent problems algebraically, pictorially, verbally, and graphically. Critical thinking problems are provided to stretch their reasoning and communication skills. Pre-Calculus explores advanced algebra topics such as polynomial, rational, exponential, and logarithmic functions; numerical and analytical trigonometry; vectors; polar coordinates; analytic geometry; sequences and series; and mathematical induction. Upon successful completion, students may progress to Calculus. This course may be taken for concurrent enrollment credit through FRCC.

AP Statistics is a year-long mathematics course centered on four main topics: exploring data; planning a study; probability as it relates to distributions of data; and inferential reasoning. Students will be expected to propose and carry out a statistical study. This course is designed to help prepare students for the Advanced Placement exam.

Calculus is a study of all topics traditionally offered in a college Calculus I course. Topics covered are limits derivatives of algebraic functions applications of the derivatives applications of the definite integral transcendental functions and methods of integration. This course will help prepare the student to take the AP-BC Calculus test.AP Calculus AB may be taken for concurrent enrollment credit through C.U. Succeed.

Calculus is a study of all topics traditionally offered in a freshman college calculus course. Topics covered are limits, derivatives of algebraic functions, applications of the derivatives, applications of the definite integral transcendental functions and methods of integration in function, parametric vector and polar modes. This course will help prepare the student to take the AP Calculus test.AP Calculus BC may be taken for concurrent enrollment credit through C.U. Succeed.

Calculus is a study of all topics traditionally offered in a freshman college calculus course. Topics covered are limits, derivatives of algebraic functions, applications of the derivatives, applications of the definite integral transcendental functions and methods of integration. This course will help prepare the student to take the AP-BC Calculus test.At FRHS: This double-blocked course allows students to complete both AP Calculus AB and AP Calculus BC in one year by meeting every day (both Even and Odd). AP Calculus AB will be completed 1st semester and AP Calculus BC will be completed 2nd semester. AP Calculus AB/BC is equivalent to both first and second semester college Calculus courses and extends the content learned in AB to different types of equations and introduces the topic of sequences and series. Students learn how to use technology to help solve problems, experiment, interpret results, and support conclusions. This course will help prepare the student to take the AP Calculus BC National Exam. This course may be taken for concurrent enrollment credit through C.U. Succeed for both Calculus 1 and Calculus 2 credit.

This is the third course of a three-semester sequence in Calculus. Vector algebra and analytic geometry in two and three dimensions; multivariable differential Calculus and tangent planes; multivariable integral Calculus; optimization and Lagrange multipliers; vector Calculus including Green’s and Stokes’s theorems. This course may be taken for concurrent enrollment credit through C.U. Succeed.

Data Analysis & Probability is a semester long course centered on state standards related to statistics and probability. The course is designed for students with an interest in this area that are not planning on taking the AP Statistics course. Data Analysis & Probability explores data by describing patterns and departures from patterns; sampling and experimentation by planning and conducting a study; probability by analyzing random phenomena using probability and simulation; and statistical inference by estimating population parameters and testing hypotheses.

This second-level accounting class goes beyond what is learned in Accounting 1 by introducing students to special journals, preparing payroll and payroll taxes, corporate accounting, and accounting for a merchandising business. QuickBooks Pro automated accounting will supplement every chapter in the textbook. Students completing this class will be prepared to be an entry-level bookkeeper or data entry clerk. At FRHS: Students will have the opportunity to earn a National Bookkeeper Certification.

6142 Introduction to StatisticsCredits: 10Prerequisites: Successful completion of Algebra IIMeets requirement(s): MathematicsOpen to Grades: 10, 11, 12​Introduction to Statistics is a semester long course centered on state standards related to statistics and probability. The course is designed as a semester alternative to AP Statistics. Introduction to Statistics explores data by describing patterns and departures from patterns; sampling and experimentation by planning and conducting a study; probability by analyzing random phenomena using probability and simulation; and statistical inference by estimating population parameters and testing hypotheses.

2288 Geometry in ConstructionCredits: 10 (must also be registered for Geometry for the same year, which is 10 credits, for a total of 20 credits)Prerequisites: Algebra I, Connected Algebra ICo-requisite: Geometry 6240 (full year)Meets requirement(s): Fine & Applied ArtsOpen to Grades: 9, 10, 11, 12 (Course size limited to 30 students. Consult with your counselor or math teacher to determine if this course is a good fit.)

Geometry in construction is an integrated class that teaches all the concepts and standards of a normal geometry class in addition to the design, planning, and construction skills of a construction systems class. This is done by building a structure, on the school site, while learning the math necessary to complete the project. This contextualized learning enables students to immediately apply the learning they have from the classroom in an authentic project that both motivates and challenges all students to apply their learning every day. The geometry curriculum that will be used will cover the same topics that a normal geometry class would cover, but in a slightly different order so that each topic occurs at a point in time that coincides with the construction work. This creates a pragmatic need, each day, for the learning at hand which motivates students in both arenas. Throughout the duration of the course, students will be engaged in smaller projects that scaffold their understanding of math, construction, and the community at large. These smaller projects will focus on highlighting communication skills, team work skills, community involvement, and excellence in building and mathematical problem solving.At FRHS: Students in Geometry in Construction will be double-blocked, committing two periods of their class schedule each semester to this course. Students must be registered for both Geometry in Construction and Geometry during the same calendar year. The course will be team taught by both a Mathematics teacher and Engineering Science & Technology teacher.